Abstract This article presents the results of research on media education and its relationship to the form that knowledge takes in Argentina. The objective of the study is to analyze the operations of search and selection of information in the processes of knowledge building in the classes of the Social Sciences area. A qualitative case study was carried out at the methodological level. Extensive fieldwork has been carried out in two secondary schools located in peripheral urban areas of Buenos Aires. It worked with primary sources: 20 in-depth interviews with teachers; 20 interviews with students; and 20 social sciences class observations. Among the results, it is identified that the Internet is a privileged source for information searches, despite the poor technological floor and periods of lack of Internet access within the school building, and the use of the free encyclopedia Wikipedia is observed. For its part, after the analysis of information selection activities, we identified two practices linked to the dynamics of digital media: the lack of verification of the information sought and the confusion of real news with fake news. To work with these trends, two pedagogical strategies were identified: comparing the information sought with official sources and analyzing the range of interactivity of the user. It is concluded that teachers question the instrumental use of media and implement strategies that combine "technical solutions," which focus on the formation of strategies to search and select information from reliable sources, with long-term solutions that aim to form a thoughtful look.

Resumen Este artículo presenta los resultados de una investigación sobre la Educación Mediática y su relación con la forma que adopta el conocimiento en Argentina. El objetivo del estudio es analizar las operaciones de búsqueda y selección de la información en los procesos de construcción de conocimiento en las clases del área Ciencias Sociales. En el plano metodológico, se llevó a cabo un estudio de corte cualitativo. Se ha realizado un extenso trabajo de campo en dos escuelas secundarias enclavadas en zonas urbanas periféricas de Buenos Aires. Se trabajó con fuentes primarias: 20 entrevistas en profundidad a docentes, 20 entrevistas a estudiantes y 20 observaciones de clase del área de ciencias sociales, durante el 2019. Entre los resultados se identifica Internet como fuente privilegiada para las búsquedas de información, a pesar del deficiente piso tecnológico y períodos de falta de acceso a Internet dentro del edificio escolar, y se observa el uso de la enciclopedia libre Wikipedia. Por su parte, tras el análisis de las actividades de selección de información identificamos dos prácticas vinculadas a la dinámica de los medios digitales: la falta de verificación de la información buscada y la confusión de noticias reales con noticias falsas. Se concluye que el profesorado pone en cuestión el uso instrumental de medios y despliegan estrategias que combinan soluciones técnicas, que se centran en la formación de estrategias para buscar y seleccionar información con fuentes confiables, con soluciones a largo plazo que se proponen la formación de una mirada reflexiva.

This article studies articles about “Covid-19” and the “Covid-19 pandemic” in four language versions of Wikipedia (English, Spanish, Italian and Portuguese). The study periods start with the official naming of the Covid-19 disease on February 2020 by the World Health Organization and the announcement of the pandemic on March 11 2020, respectively. In both cases, the period goes up to April 11 2020. The study addresses the creation and reading of these publications, analyzing whether they are built upon scientific and health references or information from the general press. The findings show that that the Wikipedists responded quickly and generated collaborative works, with articles based on and built around a scientific and health perspective.

Esta investigación estudia los artículos de “Covid-19” y de “Pandemia por Covid-19” en cuatro versiones lingüísticas de Wikipedia (inglés, español, italiano y portugués). El período de estudio comienza con la denominación oficial de la enfermedad como Covid-19, el 11 de febrero de 2020, por la Organización Mundial de la Salud y desde la proclamación por dicha institución de la pandemia causada por esta enfermedad, el 11 de marzo de 2020. En ambos casos se estudia hasta el 11 de abril de 2020. La investigación aborda el modo de creación y de lectura de dichos artículos, analizando si se trata de trabajos construidos desde referencias científicas y sanitarias o prensa generalista. Este proyecto muestra cómo los wikipedistas han reaccionado rápidamente y han generado un gran trabajo colaborativo, con artículos argumentados y construidos desde una perspectiva científica y sanitaria.

Este artigo estuda os textos sobre “Covid-19” e “Pandemia por Covid-19” em quatro versões linguísticas da Wikipédia (inglês, espanhol, italiano e português). O período de estudo começa com a denominação oficial da doença como Covid-19, em 11 de fevereiro de 2020, pela Organização Mundial da Saúde e desde a declaração por esta instituição de pandemia causada pela doença, em 11 de março de 2020. Em ambos os casos se estuda até 11 de abril de 2020. A pesquisa aborda o modo de criação e de leitura dessas publicações, analisando se são trabalhos construídos a partir de referências científicas e da saúde ou da imprensa em geral. Este projeto mostra como os wikipedistas reagiram rapidamente e geraram um trabalho colaborativo, com artigos argumentados e construídos a partir de uma perspectiva científica e da saúde.

Este artigo estuda os textos sobre “Covid-19” e “Pandemia por Covid-19” em quatro versões linguísticas da Wikipédia (inglês, espanhol, italiano e português). O período de estudo começa com a denominação oficial da doença como Covid-19, em 11 de fevereiro de 2020, pela Organização Mundial da Saúde e desde a declaração por esta instituição de pandemia causada pela doença, em 11 de março de 2020. Em ambos os casos se estuda até 11 de abril de 2020. A pesquisa aborda o modo de criação e de leitura dessas publicações, analisando se são trabalhos construídos a partir de referências científicas e da saúde ou da imprensa em geral. Este projeto mostra como os wikipedistas reagiram rapidamente e geraram um trabalho colaborativo, com artigos argumentados e construídos a partir de uma perspectiva científica e da saúde.

This article studies articles about “Covid-19” and the “Covid-19 pandemic” in four language versions of Wikipedia (English, Spanish, Italian and Portuguese). The study periods start with the official naming of the Covid-19 disease on February 2020 by the World Health Organization and the announcement of the pandemic on March 11 2020, respectively. In both cases, the period goes up to April 11 2020. The study addresses the creation and reading of these publications, analyzing whether they are built upon scientific and health references or information from the general press. The findings show that that the Wikipedists responded quickly and generated collaborative works, with articles based on and built around a scientific and health perspective.

Esta investigación estudia los artículos de “Covid-19” y de “Pandemia por Covid-19” en cuatro versiones lingüísticas de Wikipedia (inglés, español, italiano y portugués). El período de estudio comienza con la denominación oficial de la enfermedad como Covid-19, el 11 de febrero de 2020, por la Organización Mundial de la Salud y desde la proclamación por dicha institución de la pandemia causada por esta enfermedad, el 11 de marzo de 2020. En ambos casos se estudia hasta el 11 de abril de 2020. La investigación aborda el modo de creación y de lectura de dichos artículos, analizando si se trata de trabajos construidos desde referencias científicas y sanitarias o prensa generalista. Este proyecto muestra cómo los wikipedistas han reaccionado rápidamente y han generado un gran trabajo colaborativo, con artículos argumentados y construidos desde una perspectiva científica y sanitaria.

Abstract Since the beginning of the 21st century, there has been a change in the way people connect to the Internet, interacting more with the creators of web sites and spending more time connecting to several tools that have been called Web 2.0, such as social networks, wikis and blogs. One of the best-known wikis is Wikipedia, free online encyclopedia collaboratively edited by users around the world. In this research we have applied an online questionnaire designed ad hoc to see if Spanish university students use this tool, if they know it and if they attach importance to their studies. The results have been obtained after the completion of 1173 questionnaires by university students of Education throughout Spain. Students say they use social networks, online documents and Wikipedia. Only 5.4% of respondents indicated that they do not use this tool. They make sure they know how it works, and only 1.74% admitted to not knowing it completely. However, they do not give it much importance to their studies, as the other Web 2.0 tools. In addition, most of them know that they can edit it, but they cannot provide information, so the number of editors is very low.

Resumen Desde los comienzos del siglo XXI se ha constatado un cambio en la forma que tienen las personas de conectarse a Internet, que interactúan más con los creadores de las páginas web y dedican más horas a conectarse a varias herramientas que se han denominado Web 2.0, como las redes sociales, los wikis y los blogs. Uno de los wikis más conocidos es la Wikipedia, enciclopedia en línea libre editada colaborativamente por usuarios de todo el mundo. En esta investigación hemos aplicado un cuestionario en línea diseñado ad hoc para constatar si los estudiantes universitarios españoles usan esta herramienta, si la conocen y si la conceden importancia de cara a sus estudios. Los resultados han sido obtenidos tras la cumplimentación de 1173 cuestionarios por parte de estudiantes universitarios de Educación en toda España. Los alumnos afirman usar mucho las redes sociales, los documentos en línea y la Wikipedia. Solo un 5,4% de los encuestados indicó que no utiliza esta herramienta. Aseguran conocer su funcionamiento, y tan solo un 1,74% admitió desconocerla totalmente. Sin embargo, no la dan mucha importancia para sus estudios, como al resto de herramientas de la Web 2.0. Además, la mayoría sabe que pueden editar en ella, pero no se ven capaces de aportar información, por lo que el número de editores es muy bajo.

RESUMO: O objetivo deste artigo é discutir resultados de uma investigação sobre os modos como a prática do vandalismo pode impactar no processo de produção de um verbete da Wikipédia via práticas colaborativas de escrita. Para isso, tomamos como base as noções de Web 2.0 e práticas colaborativas de escrita para analisar edições do verbete “Simone de Beauvoir” que, devido a uma questão do Exame Nacional do Ensino Médio (ENEM) que fez uso de uma frase da filósofa Simone de Beauvoir, passou a ser alvo constante de vandalismo. Como resultado deste trabalho, nota-se que o processo de produção do verbete “Simone de Beauvoir” constitui, na perspectiva dos novos letramentos, um conjunto amplo e difuso de pessoas, interesses, inteligências e técnicas que promovem o projeto coletivo de escrita da Wikipédia.

ABSTRACT: This paper aims to discuss the results of a research on the ways in which the practice of vandalism can impact on the process of production of a Wikipedia entry through collaborative writing practices. To do so, we base upon the notions of Web 2.0 and collaborative writing practices to analyze the editions of the Wikipedia entry “Simone de Beauvoir”, which, due to a question of the Brazilian National High School exam (ENEM) that made use of a statement from the philosopher, became a constant target of vandalism. As a result of this paper, one notes that the production process of the Wikipedia entry “Simone de Beauvoir” is constituted in the perspective of the new literacies, a broad and diffuse set of people, interests, intelligences and techniques that promotes the collective writing project of Wikipedia.

RESUMEN: El objetivo de este artículo es discutir resultados de una investigación sobre los modos como la práctica del vandalismo puede impactar en el proceso de producción de un artículo de Wikipedia vía prácticas colaborativas de escrita. Para eso, tomamos como base las nociones de Web 2.0 y prácticas colaborativas de escrita para analizar ediciones del artículo “Simone de Beauvoir” que, debido a una cuestión del Examen Nacional de la Enseñanza Media (ENEM) que hizo uso de una frase de la filósofa Simone de Beauvoir, pasó a ser albo constante de vandalismo. Como resultado de este trabajo, se nota que el proceso de producción del artículo “Simone de Beauvoir” constituye, en la perspectiva de las nuevas alfabetizaciones, un conjunto amplio y difuso de personas, intereses, inteligencias y técnicas que promueven el proyecto colectivo de escrita de Wikipedia.

Resumen Este artículo trata sobre el valor de la experiencia como fuente de conocimiento y su utilización en los procesos pedagógicos de enseñanza-aprendizaje y autoaprendizaje, con el apoyo de la técnica del pensamiento crítico, para cumplir los objetivos de formación académica. Con ese fin, valiéndose de ejemplos concretos, se discute el uso idóneo de algunas herramientas propias de las TIC para la búsqueda de conocimientos tales como el motor de búsqueda google, en particular la sección Wikipedia, y google académico, información que es procesada por el estudiante empleando el sistema copia y pega, para luego exponer los hallazgos. La experiencia, aplicada en las nuevas metodologías de enseñanza - aprendizaje produce un conocimiento superior en los procesos educativos, más si la práctica está asociada al trabajo colaborativo como resultado de las pedagogías constructivistas.

Abstract This article deals with the value of experience as a source of knowledge and its use in the pedagogical processes of teaching-learning and self-learning, with the support of the technique of critical thinking, to meet the objectives of academic training. To this end, specific examples are used to discuss the appropriate use, in the search for knowledge, of certain ICT tools such as the Google search engine, in particular the Wikipedia section, and academic Google, whereby information is processed by the student using the copy and paste method so as then to present his or her findings. Experience, when applied in the new teaching - learning methodologies, produces superior knowledge in educational processes, even more so if this form of practice is associated with collaborative work as a result of constructivist pedagogies

The focus of this research was to determine the state of open educational resources available on the Internet for Afrikaans language teaching. Open educational resources (OER) refer to teaching, learning and research material that are available to the public for use and reuse, according to specific licencing conditions. These resources should be considered within the wider literature discourse concerning open education, open-source software and open content prevalent in an education context. It is clear from the literature review that in a South African context, the use of and research on open educational resources are limited. However, there has been a steady increase in interest in this field, especially within certain South African universities and organisations. Moreover, little research has been done with regard to Afrikaans and Afrikaans language teaching and open educational resources. The findings of this article can be linked with research that has been done on Afrikaans in online environments and the teaching of Afrikaans by means of online mediums. In this regard, the Afrikaans Wikipedia is an example of online content that shows characteristics related to open educational resources that have been explored in research literature. The research study made use of a document analysis of websites based on criteria linked to open educational resource characteristics. A total of 22 websites was chosen from a compiled database of 1 873 websites. These websites were then qualitatively analysed in an inductive manner. In addition, the open educational resource quality criteria, identified by Krajcso (2016), were also used to examine the nature of these websites. From this analysis it was evident that most of the Afrikaans language teaching resources only adhere to some of the open educational resource characteristics in terms of design, general characteristics of the content and to a lesser extent the technical aspects. The identified resources are not appropriate in terms of content when attitude, knowledge and competence were evaluated. In addition, the resources do not adhere to the didactical principles linked to open educational resource methodology, specifically with regard to goals, activities and tasks. Krajcso's quality criteria have also proven to be fitting when the suitability of resources in terms of general open educational resource characteristics was tested. Certain trends were identified during the analysis in terms of available online Afrikaans language resources. Although a single resource was published by a provincial education department and one by a language-related organisation, most of the resources are personal websites created by teachers. However, some of the resources were found to be limited in use, as most of the content is only available commercially. It is common for a number of resources to require registration. One of the resources showed promise in terms of e-assessments through the availability of online spelling tests. More than one general encyclopaedic resource exists. Extensive literature-related resources (especially for poetry and drama) exist for Afrikaans and cover both informal and more scientifically and peer reviewed resources. Finally, there are also websites that focus on linguistic content. Useful bibliographic resources were also identified - with some open content. Clearly, none of the identified resources can be regarded as an open educational resource. There seems to be room for improvement, especially in terms of reuse and easy open revisability. Very few Afrikaans online sources are subjected to peer review and there are questions regarding the quality of some of the resources. However, it would be possible to build on existing good practices in order to expand the Afrikaans language teaching open educational environment. There is definitely a need for Afrikaans language teaching open educational resource repositories that can fulfil both an archival and language planning role. It is, however, clear that extensive development and research are necessary in terms of open educational resources in the Afrikaans language teaching context.

In hierdie navorsing is die stand van oop opvoedkundige hulpbronne vir Afrikaansonderrig ondersoek. Oop opvoedkundige hulpbronne verwys na materiaal vir onderrig, leer en navorsing wat in die openbaar met bepaalde lisensies gratis beskikbaar is. Hierdie verskynsel moet benader word in die konteks van oop onderwys, oopbronsagteware en oop inhoud. Dit is duidelik dat die gebruik en navorsing van oop opvoedkundige hulpbronne in 'n Suid-Afrikaanse konteks beperk is, maar besig is om uit te brei. Vanuit die literatuur rondom Afrikaans in die internetomgewing is daar wel navorsing wat raakpunte met hierdie navorsing toon en veral die belangrikheid van die Afrikaanse Wikipedia word reeds in literatuur beklemtoon. Vir hierdie navorsing is 'n dokumentanalise van webwerwe onderneem om hulpbronne in Afrikaans vir Afrikaansonderrig te ondersoek. Uit 'n databasis van 1 873 webwerwe is 22 bronne geïdentifiseer waarna die bronne induktief geanaliseer is ten einde tendense te identifiseer. Vir verdere klassifikasie is Krajcso (2016) se uitgebreide stel kwaliteitskriteria vir oop opvoedkundige hulpbronne in hierdie artikel gebruik. Uit die analise aan die hand van hierdie kriteria is dit duidelik dat die geïdentifiseerde bronne slegs met betrekking tot ontwerp en die algemene eienskappe van die inhoud en in 'n mindere mate tegniese aspekte wel hieraan voldoen. Met betrekking tot die stand van oop opvoedkundige hulpbronne vir Afrikaansonderrig is dit duidelik dat daar wel heelwat bruikbare bronne bestaan, maar hierdie bronne funksioneer nie werklik as oop opvoedkundige hulpbronne nie. Daar bestaan dus duidelik 'n behoefte aan die uitbreiding daarvan in Afrikaans en spesifiek in die konteks van Afrikaansonderrig.

Resumen: Este artículo presenta una visión comparativa de los esfuerzos y resultados del Programa de Educación de Wikipedia en el trabajo con instituciones de educación superior. Siguiendo la idea de que "Wikipedia pertenece a la educación", profesores de todo el mundo se han interesado en incluir Wikipedia en sus cursos. Este documento analiza experiencias y lecciones de Wikimedia Argentina y Wikimedia México, en el trabajo con instituciones de educación superior, para encontrar desafíos y soluciones similares en la implementación de proyectos de Wikipedia en espacios académicos, esto también en el contexto de la Iniciativa de Cooperación Regional para Iberoamérica (Iberocoop) que ha propuesto la creación de un capítulo en la región, fomentando la colaboración y el intercambio de experiencias

Abstract: This article presents a comparative view of efforts and results that have been accomplished by the Wikipedia Education Program working with higher education institutions. Following the idea that “Wikipedia belongs to education”, teachers from all over the world have become interested in including Wikipedia in their courses. This paper analyses experiences and lessons from Wikimedia Argentina and Wikimedia Mexico, both chapters working with higher education institutions, in order to found similar challenges and solutions in the implementation of Wikipedia projects in academic spaces, also in the context of the Initiative for Regional Cooperation for Ibero-America (Iberocoop) that has proposed the creation of a chapter in the region, fostering collaboration and exchange of experiences

Resumo A Wikipédia é citada em revistas científicas de alto impacto, apesar de sua má reputação como fonte de informação. O que sustenta essa aceitação? Em busca de respostas, este artigo apresenta uma avaliação da Wikipédia anglófona segundo o roteiro de Silberger para obras de referência quanto ao propósito, alcance, arranjo, informação dada, acesso e características especiais, com um aspecto adicional: o controle da qualidade do conteúdo. Complementa essa avaliação um relato da experiência do autor na criação de um verbete em português. Em conclusão, a Wikipédia tem conteúdo de alta qualidade, com vantagens como o grande volume de conteúdo em muitas línguas, bem como desvantagens, como a ênfase em tópicos “populares”. Há também conteúdo inadequado, cuja contenção e reparo dependem da capacidade e engajamento da comunidade linguística que a edita, bem como do respeito a seus princípios editoriais. Há oportunidade para engajar estudantes do ensino superior na criação de conteúdos, bem como na avaliação, que é uma forma de revisão por pares. O bom uso da Wikipédia depende essencialmente da capacidade crítica do leitor.

Abstract Wikipedia is cited in high-profile scientific journals, despite its poor reputation as information source. What warrants this acceptance by scientists? In search for answers, this article presents an assessment of the English Wikipedia according to Silberger's guide for reference works, analyzing its purpose, scope, arrangement, information given, access, and special characteristics, with an additional aspect: quality control of new content. An account of the author's experience in creating an entry in the Portuguese Wikipedia complements the assessment. In conclusion, Wikipedia has high quality content, with advantages such as the large volume of content in many languages, as well as disadvantages such as the emphasis on “popular” topics. There is also inadequate content, whose containment and repair depend on the literacy and engagement of the linguistic community that publishes it, as well as on following Wikipedia's editorial principles. Content creation is an opportunity to engage higher education students, as well as content evaluation, which is a form of peer review. Fruitful use of Wikipedia content depends essentially on the reader's critical judgment.

Abstract Research on the use of Wikipedia, shows that in university education there is usually a good predisposition to students and resistance from teachers. The lack of trust in the way knowledge is built on Wikipedia, institutional support and legitimacy between peers are the elements that are indicated as the causes. The article presents the results of a survey of 453 university professors, to know the uses, perceptions and appreciations of Wikipedia. Based on Multiple Correspondence Analysis and Conglomerates and a typology of use of Wikipedia and usage profiles. It concludes that the trust that the teacher has in Wikipedia consolidates the use that he makes in his academic activity and that the valuation that his peers and his institution do is decisive. Therefore, it is not enough with training for the use or theoretical formation but a process of integral formation in practice for the use of Wikipedia would be advisable to stimulate it.

Resumen Las investigaciones sobre el uso de Wikipedia, demuestran que en la enseñanza universitaria usualmente hay una buena predisposición por parte de los estudiantes y una resistencia por parte de los profesores. La falta de confianza en la forma de construcción del conocimiento en Wikipedia, de apoyo institucional y de legitimidad entre los pares son los elementos que se indican como las causas. El artículo presenta los resultados de una encuesta a 453 profesores universitarios, para conocer las uso, percepciones y valoraciones de Wikipedia. A partir de Análisis de Correspondencias Múltiples y de Conglomerados (ACM), se elabora una tipología de uso de Wikipedia y perfiles de uso. Se concluye que la confianza que el docente tenga en Wikipedia consolida el uso que haga en su actividad académica y que la valoración que sus pares y su institución hagan es determinante. Por lo tanto, no alcanza con la capacitación para el uso o formación teórica sino un proceso de formación integral en práctica pare el uso de Wikipedia sería recomendable para estimularlo.

We describe a method for automatic generation of a learning path for education or self-education. As a knowledge base, our method uses the semantic structure view from Wikipedia, leveraging on its broad variety of covered concepts. We evaluate our results by comparing them with the learning paths suggested by a group of teachers. Our algorithm is a useful tool for instructional design process.

Abstract: This qualitative and interpretative work aims at approaching Wikipedia's cultural facet from a transdisciplinary view. For this purpose, we set to analyse the existing literature that has dealt with Wikipedia in the generic media and in academic publications on the fields of Artificial Intelligence, Information and Education Sciences and Translation Studies as well. In these works -mostly with a descriptive, empirical or pragmatic approach- Wikipedia is referred to as an online collaborative encyclopaedia that incorporates innovation and content creation devices from the free software movement. Our proposal calls for resorting to theoretical works envisaging Wikipedia's cultural dimension. With a semiotic approach, we have based our analysis hypothesis on the social imaginary proposed by Vázquez Medel, as well as on the Polysystem Theory written by Even-Zohar. We will outline that these authors provide many clues for approaching Wikipedia as a cultural system boasting as a repository of knowledge and human relationships.

Resumen: En el presente trabajo, de naturaleza cualitativa e interpretativa, se abordan los alcances culturales de Wikipedia desde una aproximación transdisciplinar. Para ello, se analiza la literatura existente centrada en Wikipedia, procedente de medios de comunicación generalistas y de distintas disciplinas académicas (inteligencia artificial, ciencias de la información, educación y estudios de traducción). En dichos trabajos, fundamentalmente de naturaleza descriptiva, empírica y pragmática, se alude a Wikipedia como enciclopedia colaborativa en línea que aúna mecanismos de creación de contenido y de innovación procedentes del software libre. Nuestra propuesta reclama la pertinencia de recurrir a trabajos teóricos que contemplen la dimensión cultural de Wikipedia. Desde una aproximación semiótica, basamos nuestra hipótesis de análisis en el imaginario social de Vázquez Medel y la Teoría de los polisistemas de Even-Zohar, en los que encontramos claves para la consideración de Wikipedia como sistema cultural, en tanto que repositorio de conocimiento y relaciones humanas.